Calandri Emanuela, Mastrokoukou Sofia, Marchisio Cecilia, Monchietto Alessandro, Graziano Federica
Department of Psychology, University of Torino, 10124 Torino, Italy.
Department of Political and Social Sciences, University of Salerno, 84084 Fisciano, Italy.
Behav Sci (Basel). 2025 Mar 13;15(3):359. doi: 10.3390/bs15030359.
Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers' emotional competence. This study aimed to systematically review the literature on the relationship between teachers' emotional competence and inclusive education through the following research questions: (1) What aspects of teachers' emotional competence have been studied in relation to inclusive education? (2) How does teachers' emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers' emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher-student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers' skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments.
尽管许多研究探讨了哪些教学策略在实现全纳教育方面有效，但教师的情感能力所起的作用却较少受到关注。本研究旨在通过以下研究问题，系统地综述关于教师情感能力与全纳教育之间关系的文献：（1）在与全纳教育相关的研究中，教师情感能力的哪些方面被研究过？（2）教师的情感能力如何影响全纳教育的不同方面？我们在五个电子数据库中搜索了2010年至2025年2月发表的所有同行评审实证研究。如果研究聚焦于K-12教师在全纳教育方面的情感能力且基于实证设计，则被纳入。使用CASP（批判性评估技能计划）清单来评估纳入研究的质量。共纳入了18项研究。这些研究采用了部分重叠的情感能力定义（即情商、情感意识、同理心和情绪调节），并考虑了多个全纳指标，这些指标侧重于学生（参与度、动机、情绪自我调节、情感发展和学业成绩）以及情境变量（课堂管理、师生关系和课堂氛围）。不同残疾和特殊教育需求（SENs）的结果有所不同。在提高教师专业实践技能以及为未来教师提供充分和全面培训方面，都应考虑情感能力的作用。这些发现凸显了将情感能力培训纳入教师教育项目的必要性，并为旨在营造更具全纳性学习环境的教育政策提供参考。
